arXiv:2607. 01247v1 Announce Type: cross Abstract: Open-ended mathematics exams are valuable because they assess reasoning, proof construction, algorithmic thinking, and communication of intermediate steps.
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arXiv:2606. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
arXiv:2608. 07523v1 Announce Type: cross Abstract: Difficulty differences across parallel-class programming examinations affect the fairness of course assessment.
arXiv:2607. 02432v1 Announce Type: new Abstract: Scalable and reliable grading of command-line examinations remains a challenge in computing education, where rising enrolments make manual marking difficult and rule-based autograders cannot handle partial credit, equivalent solutions, or syntactic variation.
arXiv:2607. 20526v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly deployed in settings where fluent but incorrect answers can be costly.
arXiv:2606. 06546v1 Announce Type: new Abstract: Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know.
arXiv:2606. 10254v1 Announce Type: new Abstract: While Large Language Models (LLMs) have achieved near-perfect performance in \emph{solving} high-school mathematics, their ability to \emph{evaluate} the diverse reasoning processes of real human students remains under-examined.